few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Thought: This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Fluently add and subtract within 5.

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
problem_activity: Narrative
The purpose of this activity is for students to play Stage 4 in the Shake and Spill center, which was introduced in an earlier unit. This activity supports students in finding the missing part of an equation in a later activity.
Students use 3, 4, or 5 counters. They see some of the counters and determine how many more counters are under the cup. Students write an expression to represent each composition and decomposition.
Representation: Access for Perception.
Synthesis: Use a cup and two-color counters to demonstrate that there is 1 yellow counter hiding under the cup.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing
Required Materials
Materials to Gather
Cups
Two-color counters
Materials to Copy
Shake and Spill Stage 4 Recording Sheet Kindergarten
Launch
Groups of 2
Give each group of students a cup, 5 two-color counters, and two recording sheets.
“We are going to play Shake and Spill, Cover.”
If needed, review and demonstrate the steps of the center.
“Take turns with your partner spilling and covering the yellow counters. On each turn you can decide to use 3, 4, or 5 counters. Make sure you and your partner agree on how many total counters you are using before you shake, spill, cover, and record.”
Activity
8 minutes: partner work time
Student Facing
Put 3, 4, or 5 counters in the cup.
Shake and spill the counters.
Hide some of the counters under the cup.
Figure out how many of the counters are hidden.
Write an expression.
Student Response
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Activity Synthesis
Display the number 3 and the expression
\(2 + \underline{\hspace{1 cm}}\)
.
“Han and Mai spilled 3 counters and hid the yellow ones. This is what they wrote on the recording sheet. What is missing from the expression? How do you know?” (1 is missing. 2 and 1 are the parts that go together to make 3. If they can see 2 red counters, 1 yellow counter is hiding under the cup.)


correct_option_index: 2